Abstract

Abstract:

This study reports the results of a survey on teaching race and gender from a sample of high school social studies teachers (N=309) across Massachusetts. Using critical race theory mixed methods, the results showed that (1) social studies teachers reported that they were comfortable teaching about race and gender, that race and gender inequity should be addressed in the social studies classroom, and that they regularly covered race- and gender-related topics; (2) teachers at moderate-poverty schools were more likely to teach about Latina/o, Asian, Arab/Middle Eastern, and Indigenous people than teachers in low and high poverty schools; and (3) teachers responded that race and gender were not adequately covered in the curriculum and they wanted more professional development on teaching race and gender.

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Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 274-299
Launched on MUSE
2018-12-08
Open Access
No
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